Blogs Archives - Page 3 of 8 - OpenFlip Spring 2016

The pillars of Flipped Learning

By J.P. | June 23, 2016 |

In this post I will try to explain my version of the pillars of Flipped Learning (please watch and LIKE my video). I will take the liberty to say “classroom” instead of “learning” hoping to get through the explanation without going deep into some detai…

Flipped Classroom: Intentional vs. Incidental Learning

By Benjamin L. Stewart, PhD | June 23, 2016 |

After watching OpenFlip Spring 2016 Week Three (noon edition) (#openflip, #flipclass), I quickly began feeling lost at the notion of “intentional content” and it´s relevance in the flipped classroom. I actually did not disagree with anything mentioned in the video, except when the term intentional content was mentioned, which would lead to a “what are we talking about” moment. The group discussion quickly forced me to revisit what others said about the third pillar of the flipped classroom (internet search), and then try to relate it to what Ken and others were discussing today…and I think I have it. Just for the record, my discussion about intentional learning vs. incidental learning was recorded yesterday, before having listened to today’s talk. Now, let´s unpack the term, intentional content.

Several definitions around the notion of intentional content seem possible.

Predetermined (or prepackaged) content available outside of class that serves as input that enables learners to take subsequent syllabus-aligned action.
Predetermined (or prepackaged) content available outside of class that serves as input that enables learners to take subsequent non-syllabus-aligned action.
Predetermined (or prepackaged) content available in class that serves as input that enables learners to take subsequent syllabus-aligned action.
Predetermined (or prepackaged) content available in class that serves as input that enables learners to take subsequent non-syllabus aligned action.
Student-created content made available outside of class that is a result of syllabus-aligned action.
Student-created content made available inside of class that is a result of syllabus-aligned action.
Student-created content made available outside of class that is a result of non-syllabus-aligned action.
Student-created content made available inside of class that is a result of non-syllabus-aligned action.

At first glance, one might argue that intentional content is only that which is found outside the classroom. But in practice, I do not think it is a stretch to image predetermined content beginning the learning process outside of class, then to a certain degree subsequently being part of an educative experience in class. Even in the case of student-created content, if the teacher permits such content to be produced, then there is still a level of intentionality to the process. Thus, the eight definitions above are all possible when considering what is intentional content, intentional on the part of the educator and not the curriculum. For this reason, the third pillar (intentional content), seems arbitrary.

In my wiki, I modified the third pillar to my own third facet of the flipped classroom: intentional and incidental learning.

In the eight definitions above, definitions 1, 3, 5, and 6 relate more to intentional learning while definitions 2, 4, 7, and 8 relate more to incidental learning. Additionally, definitions 1-4 could also include incidental or emergent content as well (as opposed to predetermined content) which brings another level of complexity to the mix – a complexity that I think is also very relevant to the flipped classroom.

Changing from intentional content to intentional/incidental learning puts more focus on learning by doing and is more pertinent to the idea of flipped the classroom. Content as input is secondary since 1) the degree to which it enables action highly depends on the individual learner and the particular context and 2) the enabled action really depends on whether an educator can bring both intentional and incidental learning together to meet both curricular and individual goals; when it comes to content creation, the action (intentional/incidental learning) is typically more relevant than any preconceived notion of student-created content. If student-created content is equally or more important than the learning process, I would question whether or not this falls within the four facets (or pillars) of a flipped classroom.

Flipped Classroom: Intentional vs. Incidental Learning

By Benjamin L. Stewart, PhD | June 23, 2016 |

After watching OpenFlip Spring 2016 Week Three (noon edition) (#openflip, #flipclass), I quickly began feeling lost at the notion of “intentional content” and it´s relevance in the flipped classroom. I actually did not disagree with anything mentioned in the video, except when the term intentional content was mentioned, which would lead to a “what are we talking about” moment. The group discussion quickly forced me to revisit what others said about the third pillar of the flipped classroom (internet search), and then try to relate it to what Ken and others were discussing today…and I think I have it. Just for the record, my discussion about intentional learning vs. incidental learning was recorded yesterday, before having listened to today’s talk. Now, let´s unpack the term, intentional content.

Several definitions around the notion of intentional content seem possible.

Predetermined (or prepackaged) content available outside of class that serves as input that enables learners to take subsequent syllabus-aligned action.
Predetermined (or prepackaged) content available outside of class that serves as input that enables learners to take subsequent non-syllabus-aligned action.
Predetermined (or prepackaged) content available in class that serves as input that enables learners to take subsequent syllabus-aligned action.
Predetermined (or prepackaged) content available in class that serves as input that enables learners to take subsequent non-syllabus aligned action.
Student-created content made available outside of class that is a result of syllabus-aligned action.
Student-created content made available inside of class that is a result of syllabus-aligned action.
Student-created content made available outside of class that is a result of non-syllabus-aligned action.
Student-created content made available inside of class that is a result of non-syllabus-aligned action.

At first glance, one might argue that intentional content is only that which is found outside the classroom. But in practice, I do not think it is a stretch to image predetermined content beginning the learning process outside of class, then to a certain degree subsequently being part of an educative experience in class. Even in the case of student-created content, if the teacher permits such content to be produced, then there is still a level of intentionality to the process. Thus, the eight definitions above are all possible when considering what is intentional content, intentional on the part of the educator and not the curriculum. For this reason, the third pillar (intentional content), seems arbitrary.

In my wiki, I modified the third pillar to my own third facet of the flipped classroom: intentional and incidental learning.

In the eight definitions above, definitions 1, 3, 5, and 6 relate more to intentional learning while definitions 2, 4, 7, and 8 relate more to incidental learning. Additionally, definitions 1-4 could also include incidental or emergent content as well (as opposed to predetermined content) which brings another level of complexity to the mix – a complexity that I think is also very relevant to the flipped classroom.

Changing from intentional content to intentional/incidental learning puts more focus on learning by doing and is more pertinent to the idea of flipped the classroom. Content as input is secondary since 1) the degree to which it enables action highly depends on the individual learner and the particular context and 2) the enabled action really depends on whether an educator can bring both intentional and incidental learning together to meet both curricular and individual goals; when it comes to content creation, the action (intentional/incidental learning) is typically more relevant than any preconceived notion of student-created content. If student-created content is equally or more important than the learning process, I would question whether or not this falls within the four facets (or pillars) of a flipped classroom.

Thoughts and hopes

By J.P. | June 21, 2016 |

I consider myself a good explainer: if given enough time, I think I am capable of explaining anything to anyone. But, the thing is that I am usually not explaining just anything to anyone, I am teaching engineering students, and usually there isn’t eno…

Thoughts and hopes

By J.P. | June 21, 2016 |

I consider myself a good explainer: if given enough time, I think I am capable of explaining anything to anyone. But, the thing is that I am usually not explaining just anything to anyone, I am teaching engineering students, and usually there isn’t eno…

Unit 1, Ambiente Flexible

By samanthaortegablog | June 20, 2016 |

Los alumnos de hoy en día están acostumbrados a buscar información y acercase a ella. Por eso creo que el manejo del ambiente, con el aula invertida, en donde ellos puedan organizarse y aprender en casa, resulta sencillo. El punto importante es logar y diseñar actividades que sean atractivas para que ellos se involucren en dicho… Sigue leyendo Unit 1, Ambiente Flexible

WEEK 2 : LEARNING CULTURE

By lehrersimon | June 19, 2016 |

Hello again to everybody, I was exited seeing the videos of two teenagers telling about why do we have to believe in them, how they see their learning processes, and what strucked me was their engagement! It made me questioning myself: Am I still flexible enough, can I still move on with them in a […]

VIDEO SEMANA 0

By davidg.franco | June 17, 2016 |

–Originally published at davidg.franco

Flipped classroom Curso

By davidg.franco | June 17, 2016 |

Te doy una cordial bienvenida a mi blog , donde fundamentalmente me interactuar de una manera muy activa con cada uno de los seguidores y que este sea un medio algo que te aporte sobre temas diversos y sobre todo que en este particular caso nos permita desarrollar los temas referentes a flipped classroom. Trataremos tambíen de hacer […]

Flipped Classroom 2016-06-17 20:23:00

By Rita Flores Asís | June 17, 2016 |

Hola buenas noches, con respecto al tema de la semana uno, es bien importante comentar que los cuatro pilares en lo que se basa el modelo de Flipped classroom son fundamentales y creo que tengo algunas áreas de oportunidad en mi experiencia el aula, ya que considero que me ha faltado propiciar y fomentar la cultura de aprendizaje, mis alumnos están demasiado acostumbrados al esquema tradicional que esperan a que el profesor sea el responsable de su aprendizaje y dejan de lado que ellos deben estar conscientes de su propio aprendizaje, y para ello es necesario que les proporcione las herramientas necesarias, como proyectos retadores que les hagan interesarse en los temas y que los obligo a profundizar de tal modo que se vean obligados a experimentar y averiguar, el detalle es que existen diferentes estilos de aprendizaje y en ocasiones funciona para unos pero no para todos, en el semestre pasado me ocurrió que tuve alumnos que eran muy ingeniosos en cuanto a la creación de video juegos, se motivaron ya que les deje un proyecto, he hicieron su mejor trabajo, pero otros solamente cumplieron con el requisito.

Por otro lado creo que debo implementar algunas herramienta tecnológicas como simuladores que les permitan un aprendizaje vivencial y que salgan de la rutina o de la forma de convencional de tomar clase, les manejo algunos tutoriales, los cuales al parecer les han agradado y creo que puedo seguir usándolos y agregando algunos restos que les generen curiosidad por investigar y enriquecer su conocimiento.